Fig. 3: Conceptual model of hypothesized associations among SST, ASD, PLNS, and RFT. | Humanities and Social Sciences Communications

Fig. 3: Conceptual model of hypothesized associations among SST, ASD, PLNS, and RFT.

From: Self-system thinking and academic self-determination as correlates of science persistence and scientific reading fluency in Bilingual University Students

Fig. 3: Conceptual model of hypothesized associations among SST, ASD, PLNS, and RFT.The alternative text for this image may have been generated using AI.

Diagrammatic representation of the hypothesized associational structure guiding the hypothesis set and subsequent regression tests, linking SST (importance, efficacy, emotional response) and ASD (autonomy, self-regulation, psychological empowerment, self-realization) with PLNS and scientific-text reading fluency (RFT). Arrows represent hypothesized associations and are not interpreted as causal pathways given the cross-sectional design. (Main text; cited in the Hypotheses section at first mention.).

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